How to Use the Academic Resource Center
What is my responsibility to our students with disabilities?
Both the American with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act require that public and private institutions and their members avoid discrimination and provide equal access and opportunity to those with disabilities. Of course, as Christians we follow this responsibility out of love for God and others.
How do we find out which students have disabilities and require assistance?
According to Section 504 of the Rehabilitation Act, students are required to self-identify and request needed accommodations. It is not appropriate for a faculty member to ask directly or imply the presence of a disability. However, should the student reveal the presence of a disability and the need for accommodations, you may engage in a conversation with the student about accessing accommodations.
If a student tells me in person they have a disability, what do I do?
We would welcome you to walk the student to the Academic Resource Center Room 213 to meet and/or schedule an appointment with Amy Streeter, our Accommodations supervisor. If this is not convenient, you may guide the student to go to our web page to request accommodations. You may also direct them to come to the Academic Resource Center on their own as soon as they can to meet and/or schedule an appointment with Amy Streeter, our Accommodations supervisor.
Does a student automatically receive accommodations once they ask?
No, they must provide the necessary documentation to demonstrate the need for accommodations, and pay for the evaluations required to obtain that documentation. Students also interview with our Accommodations supervisor to determine their needs and appropriate accommodations.
What is my role once a student has been approved for accommodations?
You may choose to meet with the student to discuss the details of his accommodations letter. The student will be required to provide you a request form for each test/quiz requiring accommodations at least a week prior to the scheduled test. You then attach the form to the test and deliver it to the Testing Center in the Academic Resource Center (AL 208) where the accommodations requested will be implemented. You may also provide access to Power Point notes or other class notes due to auditory processing, visual, or motor coordination issues. You may consult with the Accommodations Supervisor to discuss the specifics of your class as well as best practices to help the student be successful. Our goal is to maintain the academic integrity of your class as well as the overall program while providing accessibility to the student to promote success.
How do I request a study group for my class?
What do I need to do after I request a study group for my class?
Please select 2-3 names of current or previous A students who would volunteer to be a study group leader and email the list to email@example.com. Student leaders are responsible for unlocking & locking the classroom, taking attendance, and maintaining a studious atmosphere. They monitor discussion; they do not reteach the material. A time for the study group to meet will be chosen based on the leader’s availability. Once we have contacted the possible study group leaders and reserved a classroom, we will email you the location and times for your study group.
What is the difference between a study group and a review session?
A study group meets on a weekly basis to review class material for regular-sized classes. The focus of the group is to study together by asking questions. A leader is provided to help monitor conversation, but the leader is not responsible to reteach content to study groups. A review session is held before each test and is designed for large lecture classes. Review session leaders work closely with teachers so they can offer excellent test prep materials to students who attend each review session.
Who uses testing?
Testing is for students with schedule conflicts to make up any quizzes or tests missed during a regular class period. Also, Accommodations students now take all tests in Testing. Testing does not proctor quizzes or tests for entire classes.
Where can I find test forms?
Testing forms are available at the Academic Resource Center (AL 213), Testing (AL 208), and online at the Academic Resource Center website.
- Please complete all information requested on the form and staple one form to each test.
- Use students’ ID card names rather than preferred names.
- Clearly indicate all instructions for the student.
- Ask the student to report to Testing to take the test during the business hours.
What is the process for submitting final exams if the student cannot take the exam in my class?
- Students must take exams during the scheduled day and time for the class and section. Any changes before or after the scheduled day or time must be approved. Exam Change Request approval forms are available at the Records Office which must then be delivered to the teacher. Click here for Final Exam policies. Further information on exams, including exam schedules, can be found here.
- In the fall semester, Testing closes at 5:00 p.m. on the final day of exams.
- In the spring semester, Testing closes at 9:00 p.m. on the final day of exams.
- If you have any questions, please contact firstname.lastname@example.org.
What can the Transition Advisor do?
- provide guidance to students who are undecided about their major using the Strong Interest Inventory, an online tool to measure interests and help narrow major choices.
- provide information about different majors and suggest major options based on the student’s strengths and interests.
- review the current academic progress of students and create a coursework plan for completing their degree with different major options.
- obtain additional resources and/or schedule meetings with select faculty, alumni, or deans to assist with decisions about majors.
How can the writing center help?
The Writing Center partners with you and your students to assist with the writing process for any written projects required for your class. Writing Center assistants can help students follow assignment instructions, brainstorm for ideas, build an outline, work on organization and logic, improve style, fine tune a revision, or use the CorrectEnglish Web® program for help in checking grammar. Walk-in sessions are available on a first-come, first-served basis, or students may sign up for an appointment through a link on their BJUOnline homepage.
These forms are all PDF files. Please do not print from the Google Chrome browser. Print the PDF from Adobe Reader or another web browser (e.g. Edge).
Test & Accommodations Forms
Instead of starting from scratch, use a template from the BJU Template Gallery designed especially for the BJU Faculty. Note: For best results use Chrome, Firefox, or Edge to download these files. Mac users: press Option Click.
Course Syllabus Templates
These customized templates will provide an efficient and attractive layout for your course syllabus. NOTE: Templates are updated after the Calendar of Events has been finalized. For best results use Chrome, Firefox, or Edge to download these files.
First Semester (2019-2020)
First Semester (2019-2020)
- First Semester MWF Classes Template
- First Semester MTWF Classes Template
- First Semester MTWThF Classes Template
- First Semester MW Classes Template
- First Semester TTh Classes Template
Other than preparing for lectures, the faculty probably use Word most often for tests. Click here to download a test template complete with a special test making custom toolbar.
APA Research Paper Template
Remembering all the technicalities of correct formatting for a particular style manual can be overwhelming. Both you and your students may find that the APA Research Paper template helps you to concentrate on content rather than on form.
MLA Research Paper Template
Remembering all the technicalities of correct formatting for a particular style manual can be overwhelming. Both you and your students may find that the MLA Research Paper template helps you to concentrate on content rather than on form.
Faculty Edu-Break sessions are currently a cooperative effort of the Center for Effective Teaching and Engaged Learning (CETEL) and Technology Resources. The sessions focus on pedagogic methods as well as technology and applications that will help professors engage students, evaluate student achievement and enhance personal productivity. Edu-Breaks feature two identical sessions each month.